School Discipline Experiences Among Youth With Disabilities From the Perspective of School Nurses.
Journal
ANS. Advances in nursing science
ISSN: 1550-5014
Titre abrégé: ANS Adv Nurs Sci
Pays: United States
ID NLM: 7809992
Informations de publication
Date de publication:
Historique:
pubmed:
20
5
2020
medline:
24
9
2021
entrez:
20
5
2020
Statut:
ppublish
Résumé
Youth with disabilities disproportionately experience harsh discipline. Exploring perspectives of behavior and discipline could increase inclusivity, yet school nurses' perspectives are unexplored. Using the Peace and Power Conceptual Model, school nurses' perspectives were explored employing secondary qualitative analysis using Thorne's typology of analytic expansion. Parent study included interviews with school nurses, 24 data files comprised the sample for secondary analysis. Three peace-power versus power-over themes emerged: "having discordant perspectives," "being mislabeled," and "placing at higher risks." School nurses are equipped to build healthy school communities through changes in discipline practices, policies, and understanding of how youth with disabilities are impacted.
Identifiants
pubmed: 32427609
doi: 10.1097/ANS.0000000000000320
pii: 00012272-202010000-00009
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
E148-E167Références
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